Despite its proven value in older adult care, Comprehensive Geriatric Assessment (CGA) remains inconsistently taught in postgraduate training worldwide. Blended learning, which combines self-directed online modules with supervised clinical application, offers a promising approach to address these gaps. To evaluate the feasibility, acceptability, and educational promise of a theory-informed blended learning program. This single-centre, explanatory sequential mixed-methods feasibility study included 12 postgraduate trainees rotating through geriatric medicine. Participants completed e-learning modules and applied CGA under clinical supervision. Outcomes included pre- and post-program confidence ratings (18-item CGA-specific scale), knowledge scores (standardized quiz), and qualitative feedback. Data was analysed using Wilcoxon signed-rank tests and Braun & Clarke’s thematic analysis, with integration guided by the Good Reporting of A Mixed Methods Study framework. All 12 participants completed the program, demonstrating high feasibility. Confidence across CGA domains improved significantly (mean increase: 1.2 ± 0.5 on a 5-point scale, p < 0.01), with the greatest gains observed in cognitive, mood, and care planning domains. Knowledge scores trended upward but were not statistically significant, underscoring the exploratory nature of this feasibility study (mean increase: 1.5 ± 2.7, p = 0.13). Qualitative findings reinforced the value of mentorship, real-world application, and structured learning progression. This feasibility study demonstrated that a theory-informed blended learning model was practical to implement, well-received by learners, and associated with improved confidence. As one of the first studies to combine adult learning theory, logic modelling, and mixed-methods evaluation in CGA education, it provides a foundation for broader implementation in diverse, resource-constrained training environments.
Huang et al. (Fri,) studied this question.